Empowering Multilingual Preservice Teachers: Cultivating the Mentor-Mentee Relationship and Educative Mentorship

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Exploring Promising and Innovation Practices in Teacher Education (Table 32)

Abstract

This research study explores mentor-mentee relationship navigation and building in a multilingual education practicum. Limited studies have concentrated on the mentorship experience of multilingual pre-service teachers (MPSTs) who face unique challenges in learning to teach in a new linguistic and sociocultural background. Employing an ethnographic approach, this research investigates effective communication strategies and challenges from MPSTs' and mentors' perspectives. It further examines how mentor-mentee relationships and mentoring experiences influence MPSTs' journey toward becoming teachers of multilingual learners. The research draws upon Dewey's concept of educative experience, emphasizing collaborative inquiry and self-development. The findings contribute to the broader discussions on teacher preparation for multilingual learners and have implications for designing effective mentorship programs to nurture future multilingual educators.

Authors

• Huili Hong, Vanderbilt University

• Shannon M. Daniel, Vanderbilt University

• Amber N. Warren, Vanderbilt University